Intercalation opportunities for external
students available at the
University of Exeter
Academic Year 2016-2017
Note: All information in the document below is correct at the time of writing but students are
strongly advised to verify all information with the appropriate course convenor before
enrolling. It is a student’s responsibility to be clear on the final title of the award, prior to
enrolling on the programme. Students who wish to use their award for F1 application points
will need to be aware that the degree must be ratified by the Exam Board and a degree
certificate OR degree confirmation letter provided by the institution must be uploaded by the
close of application deadline in October (please refer to the FP/AFP Applicant’s Handbook
which
can
be
found
on
the
Foundation
Programme
website
at:
http://www.foundationprogramme.nhs.uk/)
With a few exceptions, the University of Exeter will consider students for intercalation on to any
of its courses on a case-by-case basis, provided all academic prerequisites are met. Click here for
a link to the entire undergraduate course catalogue. If you are interested in a course that is not
listed below please contact the University of Exeter Intercalated Degrees Lead, Dr Kate Ellacott
(ICD@exeter.ac.uk), to discuss your interests before contacting any course convenor directly.
1|Page
Table of Contents
1.
2.
Bachelor’s Degree programmes ......................................................................................................................4
1.1.
BSc (Hons) Intercalated Biosciences .................................................................................................................... 4
1.2.
BSc (Hons) Intercalated Exercise & Sports Science ........................................................................................ 5
1.3.
BA or BSc (Hons) Intercalated Flexible Combined Honours (FCH) ......................................................... 6
1.4.
BA (Hons) Intercalated Medical Humanities (via Flexible Combined Honours) ................................ 7
1.5.
BSc (Hons) Intercalated Human Biosciences .................................................................................................... 9
1.6.
BSc (Hons) Intercalated Infectious Disease .................................................................................................... 10
1.7.
BSc (Hons) Intercalated Medical Sciences ....................................................................................................... 11
1.8.
BSc (Hons) Intercalated Molecular & Cellular Science ............................................................................... 12
1.9.
BSc (Hons) Intercalated Psychological Studies ............................................................................................. 13
Master’s Degree Programmes ....................................................................................................................... 15
2.1.
MSc Applied Health Services Research ............................................................................................................. 15
2.2.
MSc Bioarchaeology .................................................................................................................................................. 17
2.3.
MSc by Research Biosciences ................................................................................................................................ 19
2.4.
MSc Environment & Human Health (Cornwall) ............................................................................................ 20
2.5.
MRes Health and Wellbeing ................................................................................................................................... 21
2.6.
MSc by Research Medical Imaging ...................................................................................................................... 22
2.7.
MSc by Research Medical Studies........................................................................................................................ 23
2.8.
MSc Paediatric Exercise and Health ................................................................................................................... 24
2.9.
MSc Sports & Health Sciences ............................................................................................................................... 25
2.10. MSc by Research Sport & Health Sciences ....................................................................................................... 26
2.11. MSc International Management .............................................................................................................................. 27
3.
MSc by Research – Portfolio of Available Projects 2016-2017 .......................................................... 29
3.1.
MSc by Research Medical Studies – Diabetes, Cardiovascular risk and Aging.......................... 30
3.1.1. Functional Characterisation of Genes Involved in Type 2 Diabetes ..................................................... 30
3.1.2. Role of STAT signalling in the regulation of pancreatic beta-cell viability ........................................ 31
3.1.3. Persistent enteroviral infection as a mechanism promoting islet autoimmunity in type 1
diabetes......................................................................................................................................................................................... 32
3.1.4. Glucagon and glucose lowering therapy in type 2 diabetes ..................................................................... 33
3.1.5. Predicting response to treatment in Type 2 diabetes ................................................................................. 34
3.1.6. Pathogenesis and prediction of rapid progression to insulin requirement in Type 2 diabetes 35
3.2.
MSc by Research Medical Studies – Neuroscience and Mental Health ...................................... 36
3.2.1. Systematic Review of medication adherence in children with attention-deficit/hyperactivity
disorder ........................................................................................................................................................................................ 36
2|Page
3.3.
MSc by Research Medical Studies – Environment and Human Health .......................................... 37
3.3.1. Antimicrobial resistance: a global issue, requiring cross-disciplinary research ............................. 37
3.3.2. Stress, sleep and the symptoms of Meniere’s disease................................................................................. 38
3.3.3. Do pollen levels influence symptom severity in Meniere’s disease? .................................................... 39
3.3.4. Dust inhalation and the risk of rheumatoid arthritis .................................................................................. 40
3.4.
MSc by Research Medical Studies – Health Services Research .......................................................... 41
3.4.1. How can medical clinical-academic practice be informed by ‘engaged scholarship’? .................. 41
3.4.2. Accelerating the diffusion of innovations in acute medical practice: How can Normalisation
Process Theory inform diffusion strategies? ................................................................................................................ 42
3.4.3. Accelerating the diffusion of innovations in public health: How can Normalisation Process
Theory inform diffusion strategies? ................................................................................................................................. 43
3.4.4. Accelerating the diffusion of innovations in surgical practice: How can Normalisation Process
Theory inform diffusion strategies? ................................................................................................................................. 44
3.5.
MSc by Research Medical Studies – Medical Education......................................................................... 45
3.5.1. How might we improve the preparedness of new medical graduates for medical practice? .... 45
3.6.
MSc by Research Biological Sciences – Environmental Biology ........................................................ 46
3.6.1. Colour Change and Metabolics of Chameleon Prawns................................................................................ 46
3.6.2. Effects of Colour Change and Rearing Conditions on Lobster Release Success ............................... 47
3.6.3. Ageing in its natural context .................................................................................................................................. 48
3.6.4. Citizen Science – real research by real people ............................................................................................... 49
3|Page
1. Bachelor’s Degree programmes
1.1. BSc (Hons) Intercalated Biosciences
Contact: Dr. Helen Dawe (H.R.Dawe@exeter.ac.uk)
Description: In this broad programme you will be able to explore diverse aspects of the fundamental molecular
and cellular biology that underpins many of our recent advances in the treatment of disease. You will have the
opportunity to consider how drugs are discovered and subsequently modified to achieve a better therapeutic
outcome, how the immune system protects itself again pathogens and how they in turn pathogens (bacterial and
fungal) adapt and defend themselves in response to host defences and drug therapy. You will be able to examine
how science is conducted through practical investigation and look at how science is communicated to both
specialist and lay audiences. The programme provides access to our specialist modules delivered to students in
the second or final year of our three year undergraduate programmes. Many of these are seminar modules which
provide valuable new perspectives to topics you may already have completed as part of your main programme of
study, allowing you to explore complementary areas in greater detail.
Modules: The following table describes the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme. The following
list should be considered as indicative rather than definitive. You may take optional modules as long as any
necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the
module in question or an equivalent module.
Details
of
the
modules
may
be
http://biosciences.exeter.ac.uk/current/modules/
obtained
from
the
College
website:
45 credits of compulsory modules, 75 credits of optional modules
Code
Title
Credits
Compulsory
Noncondonable
BIO3096
Biosciences Research Project
45
Yes
Yes
BIO2066
Forensic Science
15
No
No
BIO3041
Pharmacology and Medicinal Chemistry
15
No
No
BIO3077
Frontiers in Molecular Cell Biology
15
No
No
BIO3078
Cellular Basis of Immunity
15
No
No
BIO3079
Molecular Basis of Infection
15
No
No
BIO3080
Microbial Effectors of Disease
15
No
No
BIO3082
Science Communication
15
No
No
BIO3085
Horizons of Biochemical Research
15
No
No
BIO3086
Cell Biology of Disease
15
No
No
BIO3091
Animal Developmental Biology
15
No
No
PAM2901
Medical Imaging: Principals and Applications
15
No
No
PHL3018
Sex and death
15
No
No
4|Page
1.2. BSc (Hons) Intercalated Exercise & Sports Science
Contact: Alison Hume (A.Hume@exeter.ac.uk)
Description: The programme is designed to give you a balanced understanding of both sport and exercise
sciences across the range of sub-disciplines. This is delivered through learning about the psychology, physiology
and biomechanics of sport and exercise, with a focus on research. Optional modules reflect the application of this
scientific knowledge in a variety of populations from athletes, to children and the general public. Alongside the
subject specific knowledge, there is also a commitment to enhancing your learning and personal development
skills.
Modules: The following table describes the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme. You may take
optional modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if
you have not already taken the module in question or an equivalent module.
Details of the modules currently offered
http://sshs.exeter.ac.uk/students/modules/
may
be
obtained
from
the
College
website:
15-45 credits of compulsory modules, 75-105 credits of optional modules (subject to an overall total of
120 credits)
NonCode
Title
Credits
Compulsory
condonable
a
ESS3302a
Dissertation
45
Yes
Yes
ESS3303a
Independent Research Review
15
Yes
No
ESS2900
Employability and Career Development
15
No
No
ESS3703
Paediatric Exercise Physiology
15
No
No
ESS3705
Sport, Physical Activity and Health
15
No
No
ESS3706
Integrated Physiology and Adaptation to Physical
(in)activity
15
No
No
ESS3707
Physiological Determinants of Exercise Performance
15
No
No
ESS3804
Clinical Exercise Prescription
30
No
No
ESS3805
Biomechanical Analysis of Human Movement
30
No
No
ESS3808
Sport Psychology
30
No
No
You must choose one of ESS3302 or ESS3303.
5|Page
1.3. BA or BSc (Hons) Intercalated Flexible Combined Honours (FCH)
Contact: Dr Mike Dobson (FCH@exeter.ac.uk) or call 01392 725270
Description: Intercalated Flexible Combined Honours (iFCH) gives you the freedom to explore two (or more)
subjects during your Intercalated year. You can study them in a very flexible manner and customise your degree
programme to match your personal interests, making it distinctive and different. The degree offers you the widest
possible access to modules from range of subject disciplines. Uniquely, you can also create your own subject by
combining related modules from across departments; to produce what is called a ‘themed pathway’. Examples
that may be of particular interest to medical students include “Medical Humanities”, “Ancient Medicine” or
“Bioarchaeology” (see section 1.4. BA or BSc (Hons) Intercalated Medical Humanities). Your final degree title will
reflect the combination of modules you take.
You will receive the best quality teaching experience, and have support from dedicated academic advisers (the
FCH Director and the FCH subject co-ordinators) to oversee your academic progress and help you develop your
academic potential during your studies.
Modules: Due to the highly flexible nature of the FCH programme it is not possible to list all of the available
options. Details of the details of the programme can be found at: http://www.exeter.ac.uk/fch/the-degree.php
If you are interested in this programme please contact the FCH team directly to discuss your interests.
6|Page
1.4. BA (Hons) Intercalated Medical Humanities (via Flexible Combined Honours)
Contact: Dr Mike Dobson (FCH@exeter.ac.uk) or call 01392 725270
Description: From Hippocrates and Galen, to Nightingale and Lister, our current medical practices have been
shaped by our ancient and more recent past. In this flexible programme you will have the opportunity to explore
the origins and evolution of human life, science, culture and medicine from different academic perspectives
combined with the opportunity to investigate how humanities influence medical practice today. You will have the
freedom to choose a combination of modules from the table below to satisfy your individual interests. The final
combination of modules taken will determine which degree title is awarded.
Modules: The following tables describe the programme and its potential constituent modules. The constituent
modules may be updated, deleted or replaced as a consequence of the annual programme review of this
programme. You may take optional modules as long as any necessary prerequisites have been satisfied, where the
timetable allows and if you have not already taken the module in question or an equivalent module. Details of the
modules currently offered may be obtained from the College website: http://www.exeter.ac.uk/fch/thedegree.php
Stage 1: 30 credits of compulsory modules, 90 credits of optional modules
Code
Title
Credits
Compulsory
Noncondonable
ARC3000a
Dissertation (Archaeology)
30
Yesa
Yes
CLA3009a
Dissertation (Classics)
30
Yesa
Yes
EAS3003a
Dissertation (English)
30
Yesa
Yes
HIH3005a
Dissertation (History)
30
Yesa
Yes
ARC2504
Zooarchaeology
15
No
No
ARC2514
Forensic anthropology
15
No
No
ARC3127
Human Origins
15
No
No
ARC3512
Paleobotany
15
No
No
ARC3611
Funerary Osteoarchaeology
15
No
No
BIO3082
Science Communication
15
No
No
CLA3112
Medicine in Antiquity
15
No
No
CLA3264
Ancient Science and Society
15
No
No
CSC4011
Living with Environmental Change
15
No
No
CSC4013
Frontiers in Global Health
15
No
No
CSC4018
Health Economics
15
No
No
EAS3179
Life and Death in Early Modern Literature
15
No
No
EAS3230
Prostitutes, Pornographers, and Inverts: Sex in
the Long Nineteenth Century
30
No
No
7|Page
EAS3237
The Rise of Science
30
No
No
EAS3239
Cultures of Neuroscience
30
No
No
GEO3138
Geographies of Health
15
No
No
HIH2181A
The Witchcraze in Europe and its Colonies
30
No
No
HIH2202A
Sexuality in c19th and c20th Britain
30
No
No
HIH2207B
History of Science in Society
30
No
No
HIH2229A
Culture, Class and Gender
30
No
No
HIH3133b
The Body in Early Modern England: Context
30
No
No
HIH3134b
The Body in Early Modern England: Sources
30
No
No
HIH3267c
Magic in the Middle Ages: Context
30
No
No
HIH3266c
Magic in the Middle Ages: Sources
30
No
No
HIH3619
Sexualities
30
No
No
HIH3629
Disease
30
No
No
LAW3066
Medical Ethics & Law
15
No
No
THE3152
Evolution, God and Gaia
30
No
No
THE3179
'Deviant Bodies': Disability Studies and the New
Testament
30
No
No
Choice of ARC3000, CLA3009, EAS3003 or HIH3005. The dissertation must be on a topic related medical
humanities which must be agreed with the FCH team prior to commencing.
a
b,c
Modules with the same letter (b or c) are co-requisite and must be taken together.
In order to obtain a named subject specialism in the degree title a dissertation plus a minimum of 60 credits must
be taken in that subject.
8|Page
1.5. BSc (Hons) Intercalated Human Biosciences
Contact: Alison Hume (A.Hume@exeter.ac.uk)
Description: The programme is taught jointly by Biosciences and Sport and Health Sciences. The programme
represents an innovative, collaborative teaching response to a broadening demand for graduates with skills in
fields of study relating to biological and sport science. It allows you to study scientific aspects of health, physical
activity and biotechnology and recognises the importance that exercise can play in the prevention and treatment
of disease. You will receive a thorough grounding in the study of human and molecular biology together with the
various sub-disciplines of exercise and sport sciences, including biomechanics, kinesiology, human and applied
physiology, molecular biology, genetics and microbiology.
Modules: The following table describes the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme. You may take
optional modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if
you have not already taken the module in question or an equivalent module. Details of the modules currently
offered may be obtained from the Colleges websites: http://sshs.exeter.ac.uk/students/modules/ or
http://biosciences.exeter.ac.uk/current/modules/
15-45 credits of compulsory modules, 75-105 credits of optional modules (total=120 credits)
Code
Title
Credits
Compulsory
Noncondonable
BIO3096a
Biosciences Research Project
45
Yes
Yes
ESS3302a
Dissertation
45
Yes
Yes
ESS3303a
Independent Research Review
15
Yes
No
BIO3077b
Frontiers in Molecular Cell Biology
15
No
No
BIO3078b
Cellular Basis of Immunity
15
No
No
BIO3079b
Molecular Basis of Infection
15
No
No
BIO3080b
Microbial Effectors of Disease
15
No
No
BIO3082b
Science Communication
15
No
No
BIO3092b
Bioinformatics
15
No
No
ESS2506c
Sports Nutrition
15
No
No
ESS2900c
Employability and Career Development
15
No
No
ESS3703c
Paediatric Exercise Physiology
15
No
No
ESS3706c
Integrated Physiology and Adaptation to Physical
(in)activity
15
No
No
ESS3707c
Physiological Determinants of Exercise Performance
15
No
No
ESS3804c
Clinical Exercise Prescription
30
No
No
ESS3805c
Biomechanical Analysis of Human Movement
30
No
No
You must choose one of BIO3096, ESS3302 or ESS3303
You must choose 30-75 credits modules starting with the code BIO3
c You must choose 30-75 credits from modules starting with the code ESS
a
b
9|Page
1.6. BSc (Hons) Intercalated Infectious Disease
Contact: Dr Helen Dawe (H.R.Dawe@exeter.ac.uk)
Description: Understanding of the molecular basis of infection and the interaction between microorganisms and
their hosts is critical if we are to conquer the threat they pose to public health and food security. In this
programme you will explore the diverse repertoire of cellular strategies that microbes use to defend themselves
against host immune systems and gain better insight into the therapeutic agents we currently employ to control
infections. In parallel, you will explore how the immune system defends the host against pathogen invasion and
consider the fundamental cellular processes that contribute to the expression of disease. To give a broad
overview, the topics will be explored in the context of both bacterial and fungal pathogens. The programme
provides access to our specialist modules delivered to students in the final year of our three year undergraduate
programme, and module availability closely reflects the research strengths of Bioscience academics. Many
modules are seminar-based, and these provide valuable new perspectives to topics you may already have
completed as part of your main programme of study, allowing you to explore complementary areas in greater
detail. The overall programme offers an innovative-approach to learning that includes supportive small-group
learning and tutorials as well as the chance to engage with research at a practical level in our laboratories.
Modules: The following table describes the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme. The following
list should be considered as indicative rather than definitive. You may take optional modules as long as any
necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the
module in question or an equivalent module.
Details
of
the
modules
may
be
http://biosciences.exeter.ac.uk/current/modules/
obtained
from
the
College
website:
45 credits of compulsory modules, 75 credits of optional modules
a
Code
Title
Credits
Compulsory
Noncondonable
BIO3096a
Biosciences Research Project
45
Yes
Yes
BIO3041
Pharmacology and Medicinal Chemistry
15
No
No
BIO3077
Frontiers in Molecular Cell Biology
15
No
No
BIO3078
Cellular Basis of Immunity
15
No
No
BIO3079
Molecular Basis of Infection
15
No
No
BIO3080
Microbial Effectors of Disease
15
No
No
BIO3082
Science Communication
15
No
No
BIO3086
Cell Biology of Disease
15
No
No
BIO3093
Energy Metabolism
15
No
No
The research project must be on a topic related to infectious disease.
10 | P a g e
1.7. BSc (Hons) Intercalated Medical Sciences
Contact: Dr Kate Ellacott (K.Ellacott@exeter.ac.uk)
Description: At present, many scientific discoveries never leave the laboratories in which they are made. At the
same time the needs of frontline clinicians – and their patients – often go unheard by those doing research. Our
BSc Intercalated Medical Sciences programme prepares you to be able to fill these gaps, and thereby enhance the
lives of patients. Our intercalated Medical Sciences programme aims to provide a firm foundation in the core
biomedical and biomolecular sciences. You will develop an integrated, scientific knowledge that you can put into
practice in a clinical setting, plus creative and inquisitive communication, leadership, critical appraisal, and
problem-solving skills. Students will also have the option of completing a research project and writing up a
dissertation. These key skills will prepare you for a career helping to progress scientific discovery into clinical and
medical practice, ultimately to improve human health.
Modules: The following table describes the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual review of this programme. Details of the modules
currently
offered
may
be
obtained
from
the
Colleges
web
site:
http://medicine.exeter.ac.uk/education/medicalsciences/ or http://biosciences.exeter.ac.uk/current/modules/
75 credits of compulsory modules, 45 credits of optional modules
Code
Title
CSC4001
Integrated Clinical Sciences 4
30
Yes
Yes
CSC4002
Expanding Horizons 4 (Independent Research Project +
personal development portfolio)
45
Yes
Yes
CSC3905
Employability
0
Yes
N/A
CSC4003
Psychology applied to health
15
No
No
CSC4004
Managing Clinical Trials: Putting Science into Practice
15
No
No
CSC4011
Living with Environmental Change
15
No
No
CSC4013
Frontiers in Global Health
15
No
No
CSC4018
Health Economics
15
No
No
PAM2901
Medical Imaging-Principles and Applications
15
No
No
BIO3041
Pharmacology and Medicinal Chemistry
15
No
No
BIO3077
Frontiers in Molecular Cell Biology
15
No
No
BIO3078
Cellular Basis of Immunity
15
No
No
BIO3079
Molecular Basis of Infection
15
No
No
BIO3080
Microbial Effectors of Disease
15
No
No
BIO3085
Horizons of Biochemical Research
15
No
No
Total credits (core + optional): 120
11 | P a g e
Credits Compulsory Noncondonable
1.8. BSc (Hons) Intercalated Molecular & Cellular Science
Contact: Dr Helen Dawe (H.R.Dawe@exeter.ac.uk)
Description: Molecular and cellular biology is one of the most fast-moving and important areas of biomedical
research. Major human diseases such as cancer, inflammation, and pathogen infections are all fundamentally
diseases of cells, and without a thorough understanding of the molecular mechanisms that underlie each disorder,
directed therapeutic intervention is impossible. In this one year intercalated Molecular and Cellular Science
programme, you will develop a molecular understanding of cell function and behaviour that complements your
BMBS studies and allows you to gain an appreciation for the core biological science that underpins clinical
practice. The programme provides access to our specialist modules delivered to students in the second or final
year of our three year undergraduate programmes, and module availability closely reflects the research strengths
of Biosciences academics. Many modules are seminar-based, and these provide valuable new perspectives to
topics you may already have completed as part of your main programme of study, allowing you to explore
complementary areas in greater detail. The overall programme offers an innovative-approach to learning that
includes supportive small-group learning; lectures, and interactive seminars alongside a tutorial programme
designed to give you the skills you need to succeed in your degree.
Modules: The following table describes the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme. The following
list should be considered as indicative rather than definitive. You may take optional modules as long as any
necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the
module in question or an equivalent module.
Details
of
the
modules
may
be
http://biosciences.exeter.ac.uk/current/modules/
obtained
from
the
College
website:
45 credits of compulsory modules, 75 credits of optional modules
a
Code
Title
Credits
Compulsory
Noncondonable
BIO3096a
Biosciences Research Project
45
Yes
Yes
BIO3041
Pharmacology and Medicinal Chemistry
15
No
No
BIO3077
Frontiers in Molecular Cell Biology
15
No
No
BIO3078
Cellular Basis of Immunity
15
No
No
BIO3082
Science Communication
15
No
No
BIO3085
Horizons of Biochemical Research
15
No
No
BIO3086
Cell Biology of Disease
15
No
No
BIO3091
Animal Developmental Biology
15
No
No
BIO3093
Energy Metabolism
15
No
No
PAM2901
Medical Imaging: Principals and Applications
15
No
No
The dissertation/research project must be on a topic related to molecular and cellular science.
12 | P a g e
1.9. BSc (Hons) Intercalated Psychological Studies
Contact: Dr. Cris Burgess (C.N.W.Burgess@exeter.ac.uk)
Description: Psychologists are interested in why we do things, how we do them and how we relate to others as
well as to the world at large. As a result, Psychology plays an important role in drawing together techniques,
theories, findings and professional practice from several areas of expertise to address complex and socially and
economically important questions about behaviour. Psychologists study people at all stages in their lives from
birth to old-age, assessing how people perceive the physical and social world around them, how they think and
use ideas, how they vary in intelligence and personality and how they are influenced by particular environments
such as work, school and family. Psychology is the systematic and scientific study of behaviour and experience. As
such it has a wide range of applications, such as in industry and commerce, in education and in health and social
services.
Modules: The following table describes the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme. The following
list should be considered as indicative rather than definitive. You may take optional modules as long as any
necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the
module in question or an equivalent module. Details of the modules may be obtained from the College website:
www.exeter.ac.uk/psychology/currentstudents/modules/
You must choose three 15 credit seminar modules in the series starting PSY3410. Seminars are arranged into
three groups: Group 1, Group 2 and Group 3. The groupings may vary slightly from one year to the next and so
prospective students should contact Psychology before making any firm decisions. You must take one seminar
from each group and the three seminars cannot all be taken in the same term. You are also permitted to take the
five credit module PSY3906 Psychology Research Internship in the second or final years. Registration on this
module is subject to a competitive application process. If taken, this module will not count towards progression or
award calculation.
75 credits of compulsory modules, 45 credits of optional modules
Code
Title
Credits
Compulsory
Noncondonable
PSY3401
Psychology Research Project
45
Yes
Yes
PSY3402
Methods and Statistics in Psychology III
15
Yes
Yes
PSY3403
Contemporary Issues in Psychology
15
Yes
No
PSY3410
Stereotypes and Stereotyping
15
No
No
PSY3411
Psychology and Law
15
No
No
PSY3412
The Psychology of Gender
15
No
No
PSY3413
Communication and Social Groups
15
No
No
PSY3415
Social Psychology of Prosocial and Antisocial Behaviour
15
No
No
PSY3416
Work and Organisational Psychology
15
No
No
PSY3417
The Associative Mind
15
No
No
PSY3418
Processes of Human Memory
15
No
No
PSY3419
Studying Cognition and Emotion with Brain Imaging
15
No
No
13 | P a g e
PSY3420
Brain Plasticity and Language Learning Across the Lifespan
15
No
No
PSY3422
Comparative Cognition
15
No
No
PSY3423
The Evolution of Social Behaviour and Social Organisation
15
No
No
PSY3424
Applied Social Psychology: Health, Environment and Society
15
No
No
PSY3425
Cognitive Behavioural Approaches to Mood Disorders
15
No
No
PSY3426
Parental Psychological Disorders and Children's
Development
15
No
No
PSY3427
Compulsive Behaviour
15
No
No
PSY3429
Associative Mechanisms Underpinning Human Addictive
Behaviour
15
No
No
PSY3430
Women’s Mental Health
15
No
No
PSY3435
Transdiagnostic Approaches to Psychological Disorders
15
No
No
14 | P a g e
2. Master’s Degree Programmes
Please note that all Master’s programmes are a full 12months in duration which may affect
your planned electives. You are strongly advised to contact the department to confirm that
the degree will be completed and ratified by the time you have to return to the BMBS
programme or soon after. In order for the degree to count towards additional FP/AFP application
points it must be ratified by the University prior to the application deadline.
2.1. MSc Applied Health Services Research
Contact: medicine@exeter.ac.uk
Website: http://www.exeter.ac.uk/postgraduate/taught/medicine/health-services-research-msc/#Overview
Overview: The global burden of disease and challenges of safe and accessible health services means that more
than ever practitioners and researchers need skills for developing, testing, evaluating and implementing evidencebased health care in highly complex situations. This programme provides you with the skills and knowledge to
tackle these challenges.
You will be taught by a multi-disciplinary team of expert tutors and guest lecturers from a diverse range of clinical
and research backgrounds, with a blend of tutorials, work-based training and research exchange visits. Topics
such as patient and public involvement, collaborative working, evidence-based practice, complex interventions,
health economics, clinical trials and medical statistics will provide a common thread that runs throughout the
programme.
Structure: The programme has been designed to be flexible and well-defined with four integrated and mandatory
modules (each 30 Masters level credits) plus a dissertation (60 Masters level credits) that can be studied on a
part-time or full-time basis. A blended approach to learning will be achieved through taught sessions, bespoke
tutorials, research exchange visits and practical exercises. All learning will be supported by online resources and
moderated activities on the University of Exeter’s electronic learning environment (ELE). Expert tutors and guest
lecturers will represent an appropriately diverse range of clinical and research backgrounds.
Teaching for the programme takes place over one full day (Tuesdays -year 1, Wednesdays - year 2) for the parttime route, or two full days (Tuesday and Wednesday) for the full-time route. Teaching will take place between
9am and 5pm, however specific times may vary from module-to-module. Each module runs over 1 academic term,
with 11 contact days per module timetabled with teaching staff.
Module
Core concepts & paradigms
Implementation Sciences
Fundamentals of Health
Services Research Methods
15 | P a g e
What will be covered

















Health services & systems
Complex interventions
Systematic Reviews
Qualitative and quantitative research
Evidence-based practice
Patient & public involvement
Diffusion of innovations
Behaviour change
Quality improvement and indicators
Surveillance & intervention mapping
Environmental impact and sustainability
Ethics & governance
Research questions
Outcome measures & survey design
Qualitative methods
Statistics
Health Economics
Advanced Health Services
Methods
Independent Study
16 | P a g e










Modelling in Health and Social care
Observational study designs
Clinical trials design
Adapting methods to complex situation
Process evaluation
Statistics
Advanced health economics
Qualitative methods – secondary data analysis and qualitative synthesis
Designing a research protocol
Undertake a piece of empirical or theoretical research using secondary or
primary data supported by a named supervisor
2.2. MSc Bioarchaeology
Contact: archaeology@exeter.ac.uk
Website: http://www.exeter.ac.uk/postgraduate/taught/archaeology/bioarch/#Contact
Overview: Bioarchaeology is an exciting and fast-advancing field which combines archaeology with branches of
the natural sciences to study key topics such as past health and well-being, diet, ecology, subsistence strategies
and environmental impacts.
Our MSc in Bioarchaeology aims to develop a broad understanding of these issues through the study of human
remains. Students on this programme will also have the opportunity to study animal remains, as well as floral and
faunal evidence depending which pathway they choose to follow.
The two available Bioarchaeology pathways are:


MSc Bioarchaeology: Human Osteology
MSc Bioarchaeology: Zooarchaeology
The programme develops advanced practical skills in skeletal analysis, making use of the department’s wellprovisioned specialist laboratories and reference collections. A particular strength of our provision is that we are
able to address the bioarchaeology of both the New and Old Worlds. Those completing the programme acquire the
skills necessary to continue into academic research or employment, as an osteologist in field units, museums or
CRM companies.
It allows you to specialise in one of two named pathways: Human Osteology (physical anthropology and funerary
archaeology) or Zooarchaeology (animal bones and other faunal remains).
Structure: Our programme includes 135-150 credits of compulsory modules: 30 credits of research methods, 45 60 credits of specialist modules and 60 credits of dissertation.
You must also choose 45 credits of optional modules from those available from other Masters programmes within
the department of Archaeology, or other Masters programmes within the University, or from Level 3
undergraduate modules in Archaeology (as appropriate and subject to the agreement of the programme director.)
The two available Bioarchaeology pathways are:
MSc Bioarchaeology: Human Osteology (compulsory modules marked with a-suffix below)
MSc Bioarchaeology: Zooarchaeology (compulsory modules marked with b-suffix below)
Code
Module
Credits
ARCM100ab
Research methods and
archaeological theory
30
ARCM414ab
Musculo-skeletal anatomy
30
ARCM403b
Advanced Zooarchaeology
15
ARCM405a
Advanced Human Osteology
15
ARCM407b
Zooarchaeology
15
ARCM408a
Bioarchaeology dissertation
60
ARCM409b
Bioarchaeology dissertation
Zooarchaeology
60
ARCM007
Advanced project
15
17 | P a g e
ARCM102B
Experimental archaeology in
practice 1
30
ARCM102C
Experimental archaeology in
practice 2
30
ARCM200
Field Study
15
ARCM225
Landscape Archaeology:
Understanding the historic
environment
15
ARCM300
Material culture
15
ARCM411
Palaeobtoany
15
ARCM412
Funeral Osteoarchaeology
15
ARCM501
Researching the historic
environment online
15
The modules we outline here provide examples of what you can expect to learn on this degree course based on
recent academic teaching. The precise modules available to you in future years may vary depending on staff
availability and research interests, new topics of study, timetabling and student demand.
18 | P a g e
2.3. MSc by Research Biosciences
Contact: Please contact the PI of the project(s) that you are interested in directly (see portfolio of available
projects below)
Website: http://www.exeter.ac.uk/postgraduate/research-degrees/biosciences/mastersstreatham/
Overview: The University of Exeter offers a Masters by Research in an outstanding international research-active
environment. With the recent technological developments in Biological Sciences, in particular post-genomic
technologies leading to data rich research environments, many students are finding that conventional taught
courses cannot adequately cover their research needs and ambitions.
Our MSc by Research is offered in response to this situation and can be studied in any of our research areas at our
Streatham Campus:



Cellular and Chemical Biology
Environmental Biology
Microbes and Disease
Structure: The programme gives you the flexibility to shape your own research in an area of particular interest to
you. Like other research degrees you will be required to work independently, but with the support and guidance
of an appropriate supervisor.
We are committed to ensuring that its research students are given the training and support to develop high-level
professional skills required for careers in academia, commercial or public sectors.
A wide range of training is available to Masters by Research students, including traditional, transferable skills and
research specific training. This is either provided by Biosciences staff, or by colleagues from the University's
Researcher Development Programme, which offers an extensive choice of training and development events
exclusively designed for our PhD students.
There are a number of events, workshops and sessions available every year. These include quantitative biology
and statistics, demonstrator training and various aspects of safety, research management, personal effectiveness,
communication skills, networking, teamworking, and career management. Research seminars featuring internal
and external speakers are organised each week during term time. You will be encouraged to attend additional
optional courses, graduate schools and conferences and these are arranged through discussion with supervisors
on an individual basis.
Assessment: You will be assessed by a written thesis or scientific paper of up to 40,000 words in length.
19 | P a g e
2.4. MSc Environment & Human Health (Cornwall)
Contact: Dr Alison Curnow (A.Curnow@exeter.ac.uk)
Website: http://www.exeter.ac.uk/postgraduate/taught/medicine/environment-health-msc/#Overview
Overview: On this programme you will consider ecological public health, the relationship of health to
environment, as well as the social determinants of health and healthcare systems. By looking at current theories
and concepts and through the analysis of a range of information you will develop the skills and knowledge so that
on graduation you will be able to inform strategies to improve the health of communities or be well placed to
continue to work towards a position of an academic researcher.
Our students come from a variety of backgrounds and so the programme has been designed to give them the
ability to enact meaningful change in any setting.
For example, for the Ecological Public Health module our students select a country or urban/rural location to
carry out an assessment of the public health profile (demographics and burden of disease/people and place) and
identify the ecological foundations for that specific public health profile. They would then create a collaborative
(e.g. inter-agency, community approach) action plan focused on health improvement in that particular area.
Topics current students have chosen include:



Public Health interventions in New Orleans
Health, Wellbeing and Diet in Japan
Understanding and Improving Mental Health in Indonesia
Delivered at the Knowledge Spa located on the Royal Cornwall Hospital Site in Truro this research inspired
programme will include contributions from the University of Exeter Medical School’s European Centre for
Environment and Human Health, the Met Office, Age UK and the World Health Organisation.
Students are able to access one-to-one support should they wish to undertake an internship with a Cornish
business (or even further afield). They are able to take part in the Access to Internships scheme either during the
course or once their studies have finished.
The programme would suit graduates who are planning or already undertaking a career within public health,
health promotion, environmental health and protection, occupational health, workplace wellbeing or social
enterprise. The programme has been developed with reference to the training requirements of the Chartered
Institute of Environmental Health and the UK Faculty of Public Health to maximise your future employability in
the discipline of environment and human health sciences.
Structure: The modules we outline here provide examples of what you can expect to learn on this degree course
based on recent academic teaching. The precise modules available to you in future years may vary depending on
staff availability and research interests, new topics of study, timetabling and student demand.
Code
HPDM019
HPDM020
HPDM021
HPDM022
HPDM000
20 | P a g e
Module
Fundamentals of environmental
human health
Ecological Public Heath
Project design, development and
knowledge transfer
Environmental sciences and
sustainable practice
Dissertation
Credits
30
30
30
30
60
2.5. MRes Health and Wellbeing
Contact: pgt-shs-admissions@exeter.ac.uk
Website: http://www.exeter.ac.uk/postgraduate/taught/sport/healthwellbeing/#Overview
Overview: The MRes Health and Wellbeing aims to develop an interdisciplinary understanding of the social,
biological and environmental drivers of individual health behaviours and interventions appropriate to develop
health and wellbeing. It is designed to extend your understanding of the social science underpinning the
development of effective interventions, strategies and policies aimed at sustainable improvement in health and
wellbeing, and reducing physical and psychological health inequalities. The programme examines contemporary
issues related to modifiable disease risk behaviours, and the determinants and correlates of these lifestyle
behaviours across the lifespan. You should develop an understanding of the interdisciplinary skills and processes
to translate scientific research into practical health and wellbeing applications.
The MRes Health and Wellbeing forms part of the Economic and Social Research Council South West Doctoral
Training Centre - a hub of world-class social science research.
Structure: The MRes Health and Wellbeing is available for study 12 months full-time, studied over three terms,
and is University-based throughout this time. The taught components of the programme are delivered in the first
two terms; you then have the third term and a further four-month period in which to complete your dissertation.
The final stages of your dissertation, between the end of the third term and the submission date in September,
may be undertaken at a distance.
During the programme you will study 180 credits comprised of a number of compulsory modules plus optional
modules.
Students can also opt to take option modules at the University of Bristol and University of Bath.
Code
Module
Credits
SSIM901a
Interdisciplinary Research Design
15
SHSM025a
Dissertation (Journal Article)
60
SHSM050a
Contemporary Debates in Lifestyle
Behaviours and Public Health
15
GEOM105Ab
Research Methods in Human
Geography
15
PSYM202b
Behavioural Science Research Skills
15
GEOM106Ab
Contemporary debates in Human
Geography
30
PSYM204
Advances and Methods in Social and
Organisational Psychology
30
PSYM214
Methods in Cognitive and Clinical
Psychology and Neuroscience
30
SHSM014
Paediatric Exercise and Health
30
SHSM022
Physical Activity in the Prevention
and Treatment of Chronic Diseases
30
a Compulsory
b
modules
Students must chose 45 credits from GEOM105A, PSYM202 and SHSM024
21 | P a g e
2.6. MSc by Research Medical Imaging
Contact: Please contact the PI of the project(s) that you are interested in directly (see portfolio of available
projects below)
Website: http://www.exeter.ac.uk/postgraduate/research-degrees/medicine/mscbyres-medical-imaging/
Overview: The medical imaging staff within the University of Exeter holds significant experience and expertise in
the musculo-skeletal and imaging research, providing appropriate environment for your studies. The University
boasts an extensive range of imaging equipment including computed radiography, which is soon to be upgraded to
digital radiography equipment, an ultrasound scanner, quantitative ultrasound scanners, a magnetic resonance
scanner and a dual energy x-ray absorptiometry scanner. There are staff within medical imaging who are experts
in their fields and also in clinical research. Students undertaking a Master’s by research will be allocated a primary
and secondary supervisor to guide them through their independent research.
Structure: The Master’s by Research, not to be confused with the taught MRes degree, is offered within some
Colleges. The Master’s by Research, like other research degrees, contains no taught element and offers you the
opportunity to pursue a research project, without entering into the commitment of a longer-term research degree.
As such, it’s ideal for those in employment who are interested in pursuing a specific shorter-term research project.
A Master’s by Research degree is assessed by a written dissertation of up 40,000 words. The dissertation will not
need to constitute an original contribution to knowledge but will need to provide evidence that you have worked
at the current limits of understanding of the subject. Unlike a taught Master’s degree, there is no taught element,
so dedication and enthusiasm for your subject are essential.
22 | P a g e
2.7. MSc by Research Medical Studies
Contact: Please contact the PI of the project(s) that you are interested in directly (see portfolio of available
projects below)
Website: http://www.exeter.ac.uk/postgraduate/research-degrees/medicine/mscbyres-medical-studies/
Overview: The University of Exeter Medical School has a lively and innovative research environment based in
Exeter and Truro, but operating across the whole of the South West. Our core themes and focus on chronic disease
and applied health research align us closely with the interests of the NHS with whom we have close working
relationship and our priorities will continue to reflect national needs and priorities. We have a commitment
towards high-quality applied medical research spanning from the basic biomedical to applied health services.
As a postgraduate student in the School you will be part of this thriving community, benefiting from quality
research-led teaching and supervision and access to outstanding facilities. We can offer a wide range
of supervision across our core research areas and are also involved with interdisciplinary research with other
Colleges at Exeter.
We offer our postgraduate students a fantastic learning environment, which includes research skills training and
dedicated postgraduate facilities. The School benefits from exemplary facilities in all areas as a result of recent
major investments.
Our research environment spans the full spectrum, from basic biomedical discovery to clinical innovation. Our
research excellence includes world-leading research in many fields and we have an increasingly recognised
reputation for translating new discoveries into the clinical setting.
Our research is focused around four themes:




Diabetes, Cardiovascular risk and Ageing
Environment and Human Health
Health Services Research
Neuroscience and Mental Health
Structure: The Master’s by Research, not to be confused with the taught MRes degree, is offered within some
Colleges. The Master’s by Research, like other research degrees, contains no taught element and offers you the
opportunity to pursue a research project, without entering into the commitment of a longer-term research degree.
As such, it’s ideal for those in employment who are interested in pursuing a specific shorter-term research project.
A Masters by Research degree is assessed by a written dissertation of up 40,000 words. The dissertation will not
need to constitute an original contribution to knowledge but will need to provide evidence that you have worked
at the current limits of understanding of the subject. Unlike a taught Master’s degree, there is no taught element,
so dedication and enthusiasm for your subject are essential.
23 | P a g e
2.8. MSc Paediatric Exercise and Health
Contact: pgt-shs-admissions@exeter.ac.uk
Website: http://www.exeter.ac.uk/postgraduate/taught/sport/paediatric/
Overview: It is well known that the first two decades of life represent an important window of opportunity to not
only improve the health and well-being of young people, but also their health status into adult life. The role that
physical activity and fitness can play in improving markers of health and well-being in young people is an
important area of study, especially given concerns of declining fitness and increasing obesity in today’s children
and adolescents.
Based on the internationally-recognised research conducted at the Children’s Health and Exercise Research
Centre (CHERC), our Master’s programme in Paediatric Exercise and Health offers a thorough grounding in the
unique physiological responses of children and adolescents during exercise and how these responses are
influenced by age, sex, and biological maturation. It provides an in depth evaluation of the relationships between
physical activity, fitness and health in young people. You will gain experience of both theoretical and hands-on
methods used to evaluate physical activity and fitness, plus advanced training in research methods and analytical
procedures.
The programme is delivered within a friendly and supportive learning environment, drawing upon innovative
multi-method and multi-disciplinary research and teaching by our leading academics. You will have opportunities
for involvement with on-going research projects and to develop key transferable skills beneficial for further
doctoral study.
Structure: The following tables describe the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme.
180 credits of compulsory modules
24 | P a g e
Code
Module
Credits
SHSM003
Paediatric Exercise Physiology
30
SHSM006
Laboratory Techniques in
Physiology
30
SHSM016
Paediatric Exercise and Health
30
SHSM024
Research Methods and Analytical
Procedures
30
SHSM025
Dissertation (Journal article)
30
2.9. MSc Sports & Health Sciences
Contact: pgt-shs-admissions@exeter.ac.uk
Website: http://www.exeter.ac.uk/postgraduate/taught/sport/sporthealth/
Overview: With an excellent reputation for teaching quality, our MSc Sport and Health Sciences presents an
exciting and challenging opportunity to develop scientific understanding of sport, exercise and health. Programme
content is underpinned by past and current research from our internationally recognised research
groups: Bioenergetics and Human Performance; and Physical Activity and Health Across the Lifespan.
Our MSc Sport and Health Sciences provides you with a sound grounding in research methods and analytical
procedures relating to sport and health sciences. The programme presents opportunities to employ theoretical
concepts in applied sport, health and exercise settings and allows you to choose from a diverse range of modules
allied to our research expertise.
Delivered within a friendly and supportive learning environment, the programme draws upon innovative multimethod and multi-disciplinary research and teaching by our leading academics. You will have access to state-ofthe-art teaching and research facilities including modern laboratories for biomechanics, physiology and
psychology. You will also have the opportunity to be involved with on-going research projects and develop key
transferable skills.
Structure: The following tables describe the programme and constituent modules. Constituent modules may be
updated, deleted or replaced as a consequence of the annual programme review of this programme.
You may take optional modules as long as any necessary prerequisites have been satisfied, where the timetable
allows and if you have not already taken the module in question or an equivalent module.
90 credits of compulsory modules, 90 credits of optional modules
Code
Module
a
SHSM204a
Research Methods and Analytical
Procedures
30
SHSM025a
Dissertation (Journal Article)
60
SHSM005
Biomechanical Aspects of Lower
Limb Injury
30
SHSM006
Laboratory Techniques in
Physiology
30
SHSM014
Paediatric Exercise and Health
30
SHSM022
Physical Activity in the Prevention
and Treatment of Chronic Disease
30
SHSM023
Current Issues in Sport and Exercise
Physiology
30
Compulsory modules
25 | P a g e
Credits
2.10.
MSc by Research Sport & Health Sciences
Contact: Please contact the PI of the project(s) that you are interested in directly (see portfolio of available
projects below)
Website: http://www.exeter.ac.uk/postgraduate/research-degrees/sport/masters/#Overview
Overview: The University of Exeter offers a Masters by Research in Sport and Health Sciences in an outstanding
international research-active environment.
Our MSc by Research can be studied in either of our research groups:


Bioenergetics and human performance
Physical activity and health
The Bioenergetics and human performance research group adopts integrated physiological, psychological and
biomechanical lines of enquiry to enhance human performance. Research specialisms include muscle metabolism
and oxygen uptake, lower limb injury mechanisms, and cognitive and psychosocial determinants of human
performance.
The Physical activity and health research group links pre-clinical laboratory and fundamental research with
epidemiological and intervention studies to enhance our understanding of the relationship between physical
activity and health. One focus is on the precise measurement of physical activity to enable better quantification of
movement and its relationship between physical activity and health.
In addition, the Children’s Health and Exercise Research Centre (CHERC) is devoted to the study of the exercising
child and adolescent and to the promotion of young people’s health and well-being, whether in relation to sport or
clinical patient groups.
Structure: The programme gives you the flexibility to shape your own research in an area of particular interest to
you. Like other research degrees you will be required to work independently, but with the support and guidance
of an appropriate supervisor.
We are committed to ensuring that its research students are given the training and support to develop high-level
professional skills required for careers in academia, commercial or public sectors.
A wide range of training is available to Masters by Research students, including traditional, transferable skills and
research specific training. This is either provided by Sport and Health Sciences staff, or by colleagues from the
University's Researcher Development Programme, which offers an extensive choice of training and development
events exclusively designed for our PhD students.
There are a number of events, workshops and sessions available every year. These include quantitative biology
and statistics, demonstrator training and various aspects of safety, research management, personal effectiveness,
communication skills, networking, teamworking, and career management. Research seminars featuring internal
and external speakers are organised each week during term time. You will be encouraged to attend additional
optional courses, graduate schools and conferences and these are arranged through discussion with supervisors
on an individual basis.
You will be assessed by a written thesis or scientific paper of up to 40,000 words in length.
26 | P a g e
2.11. MSc International Management
Contact: business-school-msc@exeter.ac.uk
Website: http://www.exeter.ac.uk/postgraduate/taught/business/international_management/#Overview
Overview: We offer three variants of our MSc International Management: a general programme plus two
pathways, which are reflected in the programme title on graduation, namely:

MSc International Management


MSc International Management with Marketing
MSc International Management with Entrepreneurship and Innovation
This programme allows you to tailor your subject choices in line with your interests or planned career path. You
will enrol initially on the MSc International Management, and thereafter elect a pathway depending on your
particular areas of interest. We offer different optional modules depending on your pathway.
This programme is an ideal route into the management of organisations working in global markets. It draws upon
substantial expertise across the School in the areas of management, international business, marketing, strategy,
economics, operations, accounting and finance to give you the latest ideas in management thinking and an
overview of how global organisations work today.
You can study the programme in an intensive nine-month format, or over 12 months. With both formats you study
international business, marketing, operations, human resource management and accounting in the first term, and
strategy and economics in the second term. If studying over nine months, you then select four options from the
full range of management modules and complete in June. With the 12-month format you undertake three
management options in the second term, and start preparation on a dissertation project which you continue to
work on over the summer, completing in September. Please note that offers will be made for the 9 month pathway
unless the application clearly states a preference for the 12 month pathway.
In addition to top quality teaching, the School also organises dedicated careers workshops and in-company visits.
If you elect to study the 12 month pathway, you can apply to spend your second semester at one of our partner
institutions in either Mannheim Business School (Germany), Copenhagen Business School (Denmark) or SDA
Bocconi School of Management (Italy).
These institutions are recognised as among the leading institutions in Europe and are accredited by EQUIS, AACSB
and AMBA: the “Triple-Crown” of business school accreditations. Spending a semester at either one of these
institutions will add an extra dimension to your MSc International Management programme.
Structure:
The intensive nine month variant of this programme is delivered over three terms from September to June and is
University-based throughout this time.
During the programme you will study modules totalling 180 credits.
Please note that programme structures may be subject to change.

Descriptions of the individual modules are given in full on the Business School postgraduate module list.
120 credits of compulsory modules, 60 credits of optional modules
27 | P a g e
Code
Module
Accounting for International
Managers [Term 1]
Managing Operations [Term 2]
Marketing Strategy [Term 1]
Principles of International Business
[Term 1]
Managing in a Multinational Context
[Term 1]
Strategy [Term 2]
International Human Resource
Management [Term 1]
Sustainable Enterprise Economy
[Term 2]
Brand Design [Marketing]
Understanding Consumer
Behaviour [Marketing]
Tourism and Marketing [Marketing]
Sustainable Tourism Management
Entrepreneurship: New Venture
Development [Entrepreneurship
and Innovation]
Strategic Innovation Management
[Entrepreneurship and Innovation]
Banking and Financial Services
Corporate Governance, Reporting
and Regulation
Credits
Multinational Finance for Managers
15
BEMM126
Purchasing and Supply Chain
Management [Entrepreneurship
and Innovation]
15
BEMM163
Managing Projects and Programmes
of Projects
15
BEAM045a
BEMM114a
BEMM148a
BEMM116a
BEMM160a
BEMM119a
BEMM059a
BEMM161a
BEMM128
BEMM120
BEMM374
BEMM375
BEMM108
BEMM118
BEAM033
BEAM026
BEMM130
BEMM169
BEAM025
BEMM129
BEMM140
BEMM170
BEMM129
a
Compulsory modules
28 | P a g e
Global Sourcing and Logistics
Management
Advanced Management Accounting
[Permission needed to take this
module]
Digital Business Models
Innovating Business Models in
Emerging Economies
[Entrepreneurship and Innovation]
Global Career Management - Theory
and Practice
Digital Business Models
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
3. MSc by Research – Portfolio of Available Projects 2016-2017
All MSc by Research projects are offered by the researchers named at the top of the
proposal form. Please contact the investigators directly to express an interest or to
apply for their project. The investigators listed are responsible for selecting candidates
from the pool of interested students but they are under no obligation to take a student
if they do not feel that there are any suitable candidates. You can apply for more than one project but
due to the substantial commitment associated with taking an MSc by Research student in the lab you
cannot hold an MSc by Research project as a back-up for another application. If you change your mind
then please inform both the ICD team and the listed investigators as soon as possible so the project can
be offered to another student.
29 | P a g e
3.1. MSc by Research Medical Studies – Diabetes, Cardiovascular risk and Aging
3.1.1. Functional Characterisation of Genes Involved in Type 2 Diabetes
Primary Supervisor:
Name: Prof Lorna Harries
Email:L.W.Harries@exeter.ac.uk
Department: RNA-mediated disease mechanisms group
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Prof Michael Weedon
Email: M.N.Weedon@exeter.ac.uk
Department: Complex Genetics disease group
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Diabetes, cardiovascular risk and aging
Research Question/Hypothesis:
Does genetic variation associated with type 2 diabetes act by disruption of sequences necessary for non-coding
regulation of candidate genes?
Abstract:Type 2 diabetes (T2D) is a growing public health issue, which places an increasing burden on scarce
healthcare resources. Genome wide association studies (GWAS) have contributed greatly to the understanding
of the genetics of T2D, with over 67 relevant genetic variants now identified. A major challenge going forward
lies in identifying the causal locus in each case, and determining the mechanisms of action of each variant. The
vast majority of GWAS loci for T2D are located in non-coding regions of the genome. Although these nontranslated regions produce no proteins, they are certainly functional. Thus, we have shown that GWAS
variation can affect the abundance of mRNA encoding different alleles. We aim to provide comprehensive
analyses of the extent to which this happens and to uncover some of the molecular mechanisms underpinning
the associations with T2D. We have already identified several situations where index or proxy GWAS variation
may act by disruption of normal gene regulatory processes such as alternative splicing, initiation of
transcription or moderation of mRNA stability by non-coding RNA regulation. We will follow up these exciting
candidates in a series of human pancreatic islet and peripheral blood lymphocyte samples to determine the
basis of their association with T2D. The proposed project is likely to provide mechanistic links between genetic
variation and increased risk of T2D. This will aid our understanding of this common disorder and may highlight
new pathways for therapeutic intervention.
Methods/techniques to be employed:
Bioinformatic prediction of potential effects on mRNA splicing, long non-coding RNA regulation or miRNA
regulation; RNA extraction; DNA extraction; Reverse Transcription; Quantitative real-time PCR; Allele-specific
qRTPCR; Tissue culture; transfection; Site directed mutagenesis; DNA sequencing; Luciferase reporter
constructs.
30 | P a g e
3.1.2. Role of STAT signalling in the regulation of pancreatic beta-cell viability
Primary Supervisor:
Name: Prof Noel Morgan
Email: n.g.morgan@exeter.ac.uk
Department: Institute of Biomedical and Clinical Science
Previous postgraduate supervision experience? Yes
☒
No
☐
☒
No
☐
Secondary Supervisor:
Name: Dr Mark Russell
Email: m.russell@exeter.ac.uk
Department: IBCS
Previous postgraduate supervision experience? Yes
Programme & Theme:
☒MSc by Research Medical Studies - Diabetes, cardiovascular risk and aging
Research Question/Hypothesis:
In recent work, we have discovered that a series of mutations found in patients with very early onset type 1
diabetes cause the activation of one of the members of the STAT family of transcription factors in pancreatic
beta-cells. We now wish to clone and express these mutant forms in pancreatic beta cells to understand how
the presence of an activating mutation in a relevant STAT protein, leads to beta cell dysfunction and death. A
total of 3 different mutations have been identified and the phenotype of cells expressing each of these
mutations will be evaluated.
Abstract:
Pancreatic beta-cells are essential to the control of whole body glucose homeostasis in humans, since they are
the sites of insulin synthesis and secretion. Dysfunction and/or loss of these cells leads to an inability to handle
ingested nutrients appropriately and culminates in the development of diabetes mellitus. It is well known that
beta-cells express surface receptors for both pro- and anti-inflammatory cytokines and there is increasing
evidence that defects in cytokine signalling pathways may contribute to beta-cell dysfunction and loss in some
patients with diabetes. However, the molecular mechanisms by which this occurs have not been disclosed and
this remains an important topic of research. In this context, we have found that members of a family of
transcription factors (the “STAT” family) play critical roles in the regulation of beta-cell viability and that a
mutation in one or more of these proteins can be found in patients with an early onset form of type 1 diabetes.
The present project will explore the effects of these mutations in detail to establish the molecular events that
accompany STAT activation and to understand how this leads to alterations in beta-cell viability. As such, the
project may define novel pathways which could be targeted in the design of new therapeutic agents for patients
with diabetes.
Methods/techniques to be employed:
Cell culture
Western blotting
Analysis of protein phosphorylation
Cell transfection and reporter assays
Site-directed mutagenesis
Cloning and transfection of expression constructs
Interference RNA methods
Immunoprecipitation
31 | P a g e
3.1.3. Persistent enteroviral infection as a mechanism promoting islet autoimmunity in
type 1 diabetes
Primary Supervisor:
Name: Dr Sarah Richardson
Email: s.richardson@exeter.ac.uk
Department: Institute of Biomedical and Clinical Science
Previous postgraduate supervision experience? Yes
☒
No
☐
☒
No
☐
Secondary Supervisor:
Name: Prof Noel Morgan
Email: n.g.morgan@exeter.ac.uk
Department: Institute of Biomedical and Clinical Science
Previous postgraduate supervision experience? Yes
Programme & Theme:
☒MSc by Research Medical Studies - Diabetes, cardiovascular risk and aging
Research Question/Hypothesis:
Increasing evidence indicates that type 1 diabetes might have a viral aetiology since enteroviral antigens have
been detected more frequently in the pancreatic beta-cells of patients than controls. Importantly, however, the
pancreatic infection appears to be atypical since it is not associated with large scale cell lysis. Rather, the
infection develops persistently within beta cells and there is minimal synthesis of viral capsids. The aim of this
project is to establish whether this mode of infection can be modelled in vitro such that its properties can be
investigated as a means to better understand how type 1 diabetes may develop.
Abstract:
The incidence of Type 1 diabetes (T1D) is escalating in many Western countries and the illness currently affects
more than 25000 young people under the age of 25 in the UK. T1D develops because the insulin-secreting betacells of the pancreas are selectively destroyed by immune cells but the factors that trigger this process are not
known. Recent evidence has suggested that certain common strains of enterovirus might be involved and it is
known that enteroviruses can infect islet cells. However, it is also clear that, in T1D, any such infection does not
cause beta-cell lysis. Rather, the virus appears to establish a more unusual “persistent” infection which may
then lead to abnormal processing and presentation of islet antigens. In this project, cultured pancreatic cells
that have been persistently infected with model enteroviruses will be employed to study the effects of these
viruses on intracellular pathways. The cells will be harvested and fixed prior to analysis. The project will then
seek to establish whether antiviral pathways become activated in cells harbouring a persistent enteroviral
infection or if these are subverted. The results will help define whether islet cell enteroviral infection can be
implicated in the development of human type 1 diabetes.
Methods/techniques to be employed:
Cell culture
Western blotting
Analysis of protein phosphorylation
Immunocytochemistry
Fluorescence and confocal microscopy
Image analysis
Immunoprecipitation
32 | P a g e
3.1.4. Glucagon and glucose lowering therapy in type 2 diabetes
Primary Supervisor:
Name: Dr. Tim McDonald
Email: timothy.mcdonald@nhs.net
Department: Diabetes Research/Exeter NIHR Clinical Research Facility
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr. Angus Jones
Email: angus.jones@exeter.ac.uk
Department: Diabetes Research/Exeter NIHR Clinical Research Facility
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Diabetes, cardiovascular risk and aging
Research Question/Hypothesis:
Is glucagon suppression important to the action of glucose lowering therapies in type 2 diabetes?
Specifically:
1. Do GLP-1R analogues, DPPIV inhibitors and Sulfonylureas reduce glucagon in sustained clinical use?
2. Does response to these therapies relate to the change in glucagon with treatment?
3. Do SGLT2 inhibitors (glucose lowering agents which are known to raise glucagon) work more effectively if
given in combination with agents that lower glucagon?
4. Does glucose variability relate to fasting and post meal glucagon levels?
Abstract:
Glucagon is thought to be an important contributory component to the raised glucose levels seen in type 2
diabetes. Several glucose lowering therapies are thought to reduce glucagon, however the magnitude of these
effects in long term use and their importance to glucose lowering are unclear. Conversely, one of the most
effective oral glucose lowering therapies has recently been shown to markedly raise glucagon levels. This
project will use data from crossover trials, observational studies and an experimental physiological study to
explore the effect of glucagon suppression by these agents and its importance to treatment response. Students
will work in a highly successful clinical research group led by Professor Andrew Hattersley. While the project
uses existing clinical research data students will be offered experience of all aspects of clinical research
including patient recruitment and physiological tests in the NIHR Exeter Clinical Research Facility. Students
will develop advanced skills in research methods and data analysis with supervision and support from the
supervisors and wider research team. They should expect to publish at least one peer-reviewed article as a
result of their research and will develop skills that will be valuable in both clinical and academic careers. For
outstanding students there is an opportunity for further post qualification academic training in the group
through our NIHR academic clinical fellow posts at F2 and ST level.
Methods/Techniques:
This project will use pre-existing clinical research data to answer questions directly relevant to patient care.
Students will develop skills in the data analysis package STATA, SPSS or R and be taught how to systematically
and robustly address research questions and hypotheses using clinical study data. Due to the nature of this
project students will be expected to have evidence of good maths ability (e.g. Maths A/S or A level)
and/or advanced IT skills.
33 | P a g e
3.1.5. Predicting response to treatment in Type 2 diabetes
Primary Supervisor:
Name: Dr. Angus Jones
Email: angus.jones@exeter.ac.uk
Department: Diabetes Research/Exeter NIHR Clinical Research Facility
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr. Beverley Shields
Email: b.shields@exeter.ac.uk
Department: Diabetes Research/Exeter NIHR Clinical Research Facility
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Diabetes, cardiovascular risk and aging
Research Question/Hypothesis:
Can doctors use simple clinical information and blood tests to predict which patients respond well to glucose
lowering treatments for type 2 diabetes?
Specifically:
1. Do some agents work better at higher levels of baseline HbA1c (average glucose)?
2. Are age, gender, body mass index, renal function and diabetes duration associated with glucose lowering
(glycaemic) response to commonly used glucose lowering therapies?
3. Does predicted drug steady state (based on formula that usually includes lean body weight, renal function
and age) predict glycaemic response to a given dose of a therapy?
4. What proportion of drug response can be explained by measures of adherence, physical activity and change
in weight?
Abstract:
Response to glucose lowering treatment in Type 2 diabetes is highly variable. If we could identify predictors of
response to treatment we could target therapies towards those most likely to benefit, an approach called
stratified or precision medicine. While large amounts of research effort go into discovering genes or other
biomarkers for treatment response the relationship between simple clinical features and response has been
underexplored, and use of clinical features to guide treatment choice has the potential to be a cost effective way
to improve patient care. This project will use data from a number of clinical trials and observational studies to
explore the relationship between clinical features and response to diabetes treatment. Students will work in a
highly successful clinical research group lead by Professor Andrew Hattersley. While the project uses existing
clinical research data students will be offered experience of all aspects of clinical research including patient
recruitment and physiological tests in the NIHR Exeter Clinical Research Facility. Students will develop
advanced skills in research methods and data analysis with supervision and support from the supervisors and
wider research team. They should expect to publish at least one peer reviewed article as a result of their
research and will develop skills that will be valuable in both clinical and academic careers. For outstanding
students there is an opportunity for further post qualification academic training in the group through our NIHR
academic clinical fellow posts at F2 and ST level.
Methods/Techniques: This project will use pre-existing clinical research data to answer questions directly
relevant to patient care. Students will develop skills in the data analysis package STATA, SPSS or R and be
taught how to systematically and robustly address research questions and hypotheses using clinical study
data. Due to the nature of this project students will be expected to have evidence of good maths
ability (e.g. Maths A/S or A level) and/or advanced IT skills.
34 | P a g e
3.1.6. Pathogenesis and prediction of rapid progression to insulin requirement in Type
2 diabetes
Primary Supervisor:
Name: Dr. Angus Jones
Email: angus.jones@exeter.ac.uk
Department: Diabetes Research/Exeter NIHR Clinical Research Facility
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr. Bea Knight
Email: B.A.Knight@exeter.ac.uk
Department: Diabetes Research/Exeter NIHR Clinical Research Facility
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Diabetes, cardiovascular risk and aging
Research Question/Hypothesis:
1. What clinical, biochemical and genetic features are associated with progression of type 2
diabetes?
2. Do patients with apparent Type 2 diabetes who progress to absolute insulin deficiency
have clinical, genetic and biochemical features of Type 1 diabetes?
Abstract:
Type 2 diabetes is characterised by progressive gradual failure of the insulin producing beta cells meaning
patients need increasing amounts of treatment over time. However, rates of progression are very variable, with
some needing insulin rapidly and others not needing insulin for many years. This project will use data from a
study comparing 1200 patients with rapid and poorly progressing diabetes, and other data from large cross
sectional datasets, to investigate the predictors and pathogenesis of rapid progression to insulin requirement
and/or severe insulin deficiency. Students will work in a highly successful clinical research group lead by
Professor Andrew Hattersley. While the project uses existing clinical research data students will be offered
experience of all aspects of clinical research including patient recruitment and physiological tests in the NIHR
Exeter Clinical Research Facility. Students will develop advanced skills in research methods and data analysis
with supervision and support from the supervisors and wider research team. They should expect to publish at
least one peer reviewed article as a result of their research and will develop skills that will be valuable in both
clinical and academic careers. For outstanding students there is an opportunity for further post qualification
academic training in the group through our NIHR academic clinical fellow posts at F2 and ST level.
Methods/Techniques: This project will use pre-existing clinical research data to answer questions directly
relevant to patient care. Students will develop skills in the data analysis package STATA, SPSS or R and be
taught how to systematically and robustly address research questions and hypotheses using clinical study
data. Due to the nature of this project students will be expected to have evidence of good maths
ability (e.g. Maths A/S or A level) and/or advanced IT skills.
35 | P a g e
3.2. MSc by Research Medical Studies – Neuroscience and Mental Health
3.2.1. Systematic Review of medication adherence in children with attentiondeficit/hyperactivity disorder
Primary Supervisor:
Name: Darren Moore
Email: d.moore@exeter.ac.uk
Department: UEMS
Previous postgraduate supervision experience? Yes
☐
No
☒
Secondary Supervisor:
Name: Tamsin Ford
Email: t.j.ford@exeter.ac.uk
Department: UEMS
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Neuroscience and Mental Health
Research Question/Hypothesis: To review the quantitative and qualitative literature on the prevalence,
barriers and facilitators, and consequences of medication non-adherence in childhood attentiondeficit/hyperactivity disorder (ADHD). This will be organised under three research questions:
1. What is the prevalence of adherence to medication for ADHD in children?
2. What are the barriers and facilitators to medication adherence in childhood ADHD?
3. What are the consequences of not adhering to a medication programme for childhood ADHD?
Research question 1 will involve a synthesis of quantitative evidence, research questions 2 and 3 will call for
mixed methods synthesis.
Abstract: Medication non-adherence has an important impact on treatment efficacy and healthcare burden
across a range of conditions and therapeutic areas. Despite specific diagnostic criteria, published practice
guidelines, and the availability of effective pharmacological treatments for children diagnosed with attentiondeficit/hyperactivity disorder (ADHD), long-term adherence to medication for ADHD is frequently poor. Nonadherence may be a problem, however, this needs to be considered in relation to evidence that reports
medication may be declined, poorly tolerated, not address all the problems associated with childhood ADHD
and can produce undesirable side effects. While individual studies have considered prevalence, predictors and
consequences of non-adherence to ADHD medication in children with ADHD and reviews have considered
these issues for adults with ADHD, there remains a gap for a systematic review of medication non-adherence
for children with ADHD.
A mixed methods systematic review and synthesis will be conducted using the Preferred Reporting
Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement guidelines. We anticipate that
quantitative research will provide data that can be synthesised using meta-analysis to provide information
about the level of adherence. Both qualitative and quantitative research may provide information relating to
barriers and facilitators and consequences of non-adherence and we propose using either segregated or
integrated methods of mixed methods synthesis to bring together this information.
This review will help to establish the prevalence and impact of non-adherence to ADHD medication in
childhood and can provide recommendations as to whether interventions to improve adherence are warranted
and if so what barriers and facilitators ought to be targeted.
Methods/techniques to be employed: We will use systematic review methodology guidelines (PRISMA,
Centre for Reviews and Dissemination). A protocol will be registered on PROSPERO. Ten databases will be
searched using an a priori search strategy. Studies will be selected through title and abstract, and then full text
screening. Tailored data extraction forms will be piloted and used to collect relevant information, which will
then be synthesised in response to the type of data and the research question. We anticipate using metaanalysis to pool data regarding the prevalence of adherence and narrative synthesis to synthesise quantitative
and qualitative evidence for research question 2 and 3.
36 | P a g e
3.3. MSc by Research Medical Studies – Environment and Human Health
3.3.1. Antimicrobial resistance: a global issue, requiring cross-disciplinary research
Primary Supervisor:
Name: Prof Karen Mattick
Email: k.l.mattick@exeter.ac.uk
Department: Medical School/School of Education
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Will Gaze
Email: w.h.gaze@exeter.ac.uk
Department: Medical School/European Centre for Environment & Human Health
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies – Environment & Human Health
Research Question/Hypothesis:
How might we reduce the spread of antimicrobial resistance (AMR) through researching the processes by
which it evolves?
Abstract:
The challenge of AMR is clear and its implications are daunting. In 2050, it is predicted that AMR will cause 10
million deaths globally and reduce GDP by up to 2.5%. Academic, clinical, veterinary, and farming communities,
together with government and the public, have responded. Awareness and engagement is increasing (e.g. the
Longitude Prize), interventions to improve AM stewardship and prevent infection are being implemented and
shared, and strategies to incentivise new AM development are being devised. However, the scale and pace of
the response is insufficient and disjointed, both across discipline silos and different geographical settings.
Coherent, cross-discipline research is required. Dr William Gaze is a molecular microbial ecologist conducting
research on the evolution of AMR in the natural and farmed environments and within the gut microbiome. Dr
Karen Mattick is a microbiologist by background but now focusses on medical education research, particularly
the experiences of junior doctors in prescribing antimicrobial drugs. They would be interested to supervise
Masters by Research projects on the topic of AMR with an educational component. The research may take a
range of perspectives on this problem (e.g. professional education, medical education, prescribing behaviours,
microbiological and/or environmental) and the supervisory team and methodologies would be tailored
accordingly.
http://www.ecehh.org/people/dr-william-gaze/
https://medicine.exeter.ac.uk/about/profiles/index.php?web_id=Karen_Mattick
Methods/techniques to be employed:
The methods used would depend on the research perspective taken but might include: field work in
environmental or clinical settings, observation, surveys and/or interviews.
N.B. You can be based at either Exeter or Truro but some travel between the two sites is anticipated
37 | P a g e
3.3.2. Stress, sleep and the symptoms of Meniere’s disease
Primary Supervisor:
Name: Dr Jess Tyrrell
Email: j.tyrrell@exeter.ac.uk
Department: UEMS
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Benedict Wheeler
Email: b.w.wheeler@exeter.ac.uk
Department: UEMS
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Environment and human health
Research Question/Hypothesis: Meniere’s disease is a disorder of the inner ear characterised by episodic
vertigo, tinnitus, aural fullness and fluctuating hearing loss. Currently the disease is poorly understood. Using
patient-generated data from the Meniere’s App, this project will investigate the role of sleep and stress in
Meniere’s disease. Specifically we would investigate:
1. Does stress increase attack prevalence and worsen symptoms? Do we see cyclic effects of increased disease
severity resulting in increased stress, which in turn, further exacerbates symptoms?
2. Does poor sleep influence Meniere’s influence symptoms over subsequent days?
Abstract:
Meniere’s disease is a chronic unpredictable condition with a prevalence of approximately 0.25% and annual
costs of between £541.30-£608.70 million in the UK. Identifying factors that can influence symptom severity
and attack prevalence is of crucial importance to improve our understanding of the condition and to reduce its
unpredictable nature. In 2013, we launched a mobile phone application, Meniere’s Monitor, to enable daily
monitoring of the symptoms of Meniere’s by patients as well as a range of other factors (including sleep and
stress). The app is utilised by participants globally; and we now have a wealth of information that can be
analysed to improve our understanding of the condition. We will investigate the role of stress and poor sleep
on the symptoms of Meniere’s disease. Stress is hypothesised to play a major role in Meniere’s symptoms
primarily based on anecdotal evidence; to date no-one has investigated whether stress is a cause and/or a
consequence of symptom exacerbation. Sleep quality and duration may also be important in Meniere’s disease.
One study demonstrated impaired sleep quality in Meniere’s when compared to controls, but the role of poor
sleep in symptom severity has not been investigated. Using the same App data, we will investigate if sleep has a
direct and/or indirect role (via stress) on the symptoms of Meniere’s. Using patient-generated data from our
Meniere App longitudinal study, we will be able to perform the most comprehensive analysis to date
into the complex relationship between stress, sleep and Meniere’s symptoms to date.
Methods/techniques to be employed: In addition to opportunities to interact with Meniere’s patients and the
Meniere’s App, this project will utilise a broad range of statistical techniques and provide experience of big data
analysis. A panel data analysis framework will be utilised for investigating the longitudinal data. We will utilise
linear and logistic models to determine whether sleep and/or stress influence the symptoms of Meniere’s.
These models will be adjusted for a range of confounders. Lead and lag effects will be investigated to determine
how for example stress influences symptoms on the following day. Students will be instructed and supervised
in these analyses.
N.B. You can be based at either Exeter or Truro but some travel between the two sites is anticipated
38 | P a g e
3.3.3. Do pollen levels influence symptom severity in Meniere’s disease?
Primary Supervisor:
Name: Dr Benedict Wheeler
Email: b.w.wheeler@exeter.ac.uk
Department: UEMS
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Jess Tyrrell
Email: j.tyrrell@exeter.ac.uk
Department: UEMS
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Environment and human health
Research Question/Hypothesis:
Meniere’s disease is a chronic disorder of the inner ear characterised by episodic vertigo, tinnitus, aural fullness
and fluctuating hearing loss; Ménière’s is estimated to cost between £541.30-£608.70 million annually. There is
currently no known cure, and our understanding of factors that trigger symptom exacerbation is limited. There
is anecdotal evidence that pollen and allergies impact Meniere’s symptoms. Using Met Office pollen data and
the Meniere’s App, we hypothesise that high levels of pollen and certain types of pollen will exacerbate the
symptoms of Meniere’s, and increase the prevalence of attacks within the population.
Abstract:
The unpredictable nature of Meniere’s disease has a significant negative impact on mental health and
wellbeing. A range of triggers are believed to exacerbate the symptoms of Meniere’s, including diverse
environmental factors (e.g. weather and pollen levels). To date, no study has investigated the role of pollen on
the symptoms of Meniere’s disease, but qualitative and anecdotal data suggest spikes in pollen may play a role.
The Meniere’s Monitor is a mobile phone application that has collected daily symptom and GPS location data
on Meniere’s from over 2000 participants globally.
The Meniere’s Monitor data will be linked to Met Office pollen data using geographic information systems (GIS)
techniques. This project will then investigate whether pollen levels and what particular types of pollen
influence the symptoms of Meniere’s disease. Each individual symptom (e.g. dizziness, tinnitus, aural fullness
and hearing) will be investigated as well as the prevalence of attacks. Potential confounders will be accounted
for in the model, including a range of weather variables as they are associated with pollen levels and the
symptoms of Meniere’s. The project will be embedded within a strategic programme of research between UEMS
and the Met Office. This work will represent the most comprehensive study to date into the role of pollen
in Meniere’s.
If pollen was indicated to have a role in Meniere’s, then individually targeted pollen warnings from the Met
Office may help individuals to better manage their condition and reduce its unpredictable nature.
Methods/techniques to be employed:
In addition to interacting with Meniere’s patients and the Meniere’s App, this project will utilise GIS, a broad
range of statistical techniques and provide experience of big data analysis. GIS will be utilised to link Met Office
pollen data to the Meniere’s app data. The analysis of pollen in Meniere’s symptoms will utilise linear and
logistic models in a panel data analysis framework. These models will be adjusted for a range of confounders.
Lead and lag effects will be investigated to determine if high pollen influences symptoms on the following day.
Students will be instructed and supervised in these analyses.
N.B. You can be based at either Exeter or Truro but some travel between the two sites is anticipated
39 | P a g e
3.3.4. Dust inhalation and the risk of rheumatoid arthritis
Primary Supervisor:
Name: David Hutchinson
Email: david.hutchinson@rcht.cornwall.nhs.uk
Department: rheumatology
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Daniel Murphy
Email: Daniel.murphy@cornwall.nhs.uk
Department: rheumatology
Previous postgraduate supervision experience? Yes
☐
No
☒
Programme & Theme:
☒MSc by Research Medical Studies - Environment and human health
Research Question/Hypothesis:
Rheumatoid arthritis is initiated by the nanoparticle silicon dioxide (silica). This occurs as a result of the
induction of citrullination (post-translational modification of peptides) in the lung. It is hypothesised that
inhalation of other industrial dusts (cement, wood and china clay dust) trigger seropositive rheumatoid
arthritis as a consequence of increased exposure to cadmium in the lung as a consequence of inhaling cement
dust, wood dust and china clay dust.
Abstract:
Rheumatoid arthritis in men is strongly associated with a low level of formal education. Smoking is strongly
associated with male rheumatoid arthritis, however even in non-smoking cases a low level of formal education
is strongly associated with male rheumatoid arthritis. I have recently hypothesised that cadmium in cigarette
smoke and in the dusts of various industrial processes could potentially trigger rheumatoid arthritis. In
collaboration with Trinity College Dublin we have recently shown that cadmium is a citrullinating agent.
Cadmium is found in cement, wood and china clay. This project will determine if inhalation of wood dust and
cement dust is a risk factor for RA by undertaking a case control study. Serology and HLADRB1 alleles will be
investigated in non-smoking rheumatoid arthritis cases to determine if there is an interaction between the
rheumatoid arthritis HLADRB1 “shared epitope allele” and occupational exposure to cadmium and the
generation of the rheumatoid autoantibodies (rheumatoid factor and anti-citrullinated peptide antibodies).
Additionally to determine if china clay dust is a risk factor for RA, a geographical prevalence study will be
undertaken looking at the prevalence of RA in those working in the china clay industry compared to non-china
clay workers in St Austell.
Methods/techniques to be employed:
A case control study comprising a data base of 700 men with rheumatoid arthritis will determine the
occupation of these individuals and compared to a control group attending a GP practice in North Cornwall.
This will determine the increased risk associated with exposure to wood dust, cement dust and china clay dust.
The prevalence of rheumatoid will be determined around the china clay industry in St Austell. Male rheumatoid
arthritis patients will be genotyped for the HLADRB1 allele and their serology checked for rheumatoid factor
and anti-citrullinated peptide antibodies. It will be determined if there is an interaction between the shared
epitope (a subgroup of HLADRB1 alleles) exposure to cadmium in the workplace (urinary cadmium levels will
be used to confirm occupational exposure) and levels/presence of rheumatoid factor and anti-citrullinated
peptide antibodies in the serum.
N.B. This project is based at the Truro campus in Cornwall
40 | P a g e
3.4. MSc by Research Medical Studies – Health Services Research
3.4.1. How can medical clinical-academic practice be informed by ‘engaged
scholarship’?
Primary Supervisor:
Name: Dr Mark Pearson
Email: mark.pearson@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Iain Lang
Email: i.lang@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Health Services Research
Research Question/Hypothesis:
1. What is meant by ‘engaged scholarship’?
2. How has engaged scholarship been applied in different areas of practice within Medicine and other areas of
care?
3. How can clinical-academic practice be informed by engaged scholarship?
4. What is the evidence for the effectiveness of using engaged scholarship in clinical-academic practice?
Abstract:
What do we mean when we talk about ‘knowledge transfer’? Some aspects of practising Medicine, such as
ordering appropriate diagnostic tests and prescribing the right dose of a drug are informed by straightforward
application of accepted knowledge. However, there are many other aspects of medical practice, especially when
working with people with complex multi-morbidities, where knowledge is ‘co-created’ in an interactive way
between doctors and patients (Wieringa & Greenhalgh 2015). In these cases, a simplistic notion of ‘knowledge
transfer’ does not make sense and doctor and patient are learning together.
Clinical-academic practice therefore straddles different ways of knowing and has to integrate scientific
knowledge and experiential knowledge. Health care policy and practice in both the UK and USA is increasingly
taking account of this (Eccles et al. 2009; Solberg et al. 2009), and in the South West the NIHR Collaboration for
Leadership in Applied Health Research & Care (PenCLAHRC) endeavours to work in this way. However, our
understanding of how clinical-academic practice ‘works’ and the best way to do it is limited. One promising
approach is Van de Ven’s (2006) ‘engaged scholarship’ model. This uses different stakeholder perspectives to
gain a more rounded understanding of complex problems, but neither the effectiveness of this approach or its
application in clinical-academic practice is well understood.
This research project will use the Meta-Narrative review method (Wong et al. 2013 - training materials
and reporting standards) to explore how engaged scholarship has been applied in different areas, define how
medical clinical-academic practice can be informed by it, and establish the effectiveness of the approach in
different areas of medical clinical-academic practice.
Methods/techniques to be employed: Systematic literature searching, Meta-narrative review (including
analysis and synthesis of diverse types of data).
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3.4.2. Accelerating the diffusion of innovations in acute medical practice: How can
Normalisation Process Theory inform diffusion strategies?
Primary Supervisor:
Name: Dr Mark Pearson
Email: mark.pearson@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Iain Lang
Email: i.lang@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Health Services Research
Research Question/Hypothesis:
How can strategies for the diffusion of innovations in acute medical practice be developed using Normalisation
Process Theory?
Abstract:
Effective innovations in medicine and health care take years to become integrated into routine practice. The
diffusion of innovations, such as new diagnostic processes, ways of prescribing, or ways of organising medical
care, tend to occur in an opportunistic rather than strategic way. For example, innovators rarely think in a
structured way about how innovations are perceived, the characteristics of people who could use the
innovation, and the organisational contexts into which innovations are introduced (Berwick 2003). This gap
between what is known and what is done means patients do not benefit from improvements in health care as
quickly as they should.
Using theory can improve our understanding of how innovations spread (Davidoff et al. 2015) and so inform
the design of strategies to increase the rate of diffusion. Normalisation Process Theory (NPT) (May et al. 2009;
May 2013) has been used to investigate diffusion processes in community health care but not in acute medical
settings (see McEvoy et al. 2014). This research project will use NPT to explore the literature on how an
effective innovation in acute medical practice (of which details will be agreed between student and
supervisors) could be made to spread more rapidly and sustainably. The use of NPT will require investigation
of how collective action in complex settings takes place as well as considering the impact of individuals’
attitudes and intentions.
Methods/techniques to be employed:
Systematic approaches to literature searching and review
Intervention Mapping
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3.4.3. Accelerating the diffusion of innovations in public health: How can Normalisation
Process Theory inform diffusion strategies?
Primary Supervisor:
Name: Dr Mark Pearson
Email: mark.pearson@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Iain Lang
Email: i.lang@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Health Services Research
Research Question/Hypothesis:
How can strategies for the diffusion of innovations in public health be developed using Normalisation Process
Theory?
Abstract:
Effective innovations in public health take years to become integrated into routine practice. The diffusion of
innovations, such as new public health programmes, tend to occur in an opportunistic rather than strategic
way. For example, innovators rarely think in a structured way about how innovations are perceived, the
characteristics of people who could use the innovation, and the organisational contexts into which innovations
are introduced (Berwick 2003). This gap between what is known and what is done means patients do not
benefit from improvements in health care as quickly as they should.
Using theory can improve our understanding of how innovations spread (Davidoff et al. 2015) and so inform
the design of strategies to increase the rate of diffusion. Normalisation Process Theory (NPT) (May et al. 2009;
May 2013) has been used to investigate diffusion processes in hospitals and GP practices but not in public
health (see McEvoy et al. 2014). This research project will use NPT to explore the literature on how an effective
innovation in public health (of which details will be agreed between student and supervisors) could be made to
spread more rapidly and sustainably. The use of NPT will require investigation of how collective action in
complex settings takes place as well as considering the impact of individuals’ attitudes and intentions.
Methods/techniques to be employed:
Systematic approaches to literature searching and review
Intervention Mapping
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3.4.4. Accelerating the diffusion of innovations in surgical practice: How can
Normalisation Process Theory inform diffusion strategies?
Primary Supervisor:
Name: Dr Mark Pearson
Email: mark.pearson@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Iain Lang
Email: i.lang@exeter.ac.uk
Department: Institute of Health Research, NIHR CLAHRC South West Peninsula
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Medical Studies - Health Services Research
Research Question/Hypothesis:
How can strategies for the diffusion of innovations in surgical practice be developed using Normalisation
Process Theory?
Abstract:
Effective innovations in surgery and health care take years to become integrated into routine practice. The
diffusion of innovations, such as new surgical techniques, devices, and ways of working within teams, tend to
occur in an opportunistic rather than strategic way. For example, innovators rarely think in a structured way
about how innovations are perceived, the characteristics of people who could use the innovation, and the
organisational contexts into which innovations are introduced (Berwick 2003). This gap between what is
known and what is done means patients do not benefit from improvements in health care as quickly as they
should.
Using theory can improve our understanding of how innovations spread (Davidoff et al. 2015) and so inform
the design of strategies to increase the rate of diffusion. Normalisation Process Theory (NPT) (May et al. 2009;
May 2013) has been used to investigate diffusion processes in health care but not in acute surgical settings (see
McEvoy et al. 2014). This research project will use NPT to explore the literature on how an effective innovation
in acute surgical practice (of which details will be agreed between student and supervisors) could be made to
spread more rapidly and sustainably. The use of NPT will require investigation of how collective action in
complex settings takes place as well as considering the impact of individuals’ attitudes and intentions.
Methods/techniques to be employed:
Systematic approaches to literature searching and review
Intervention Mapping
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3.5. MSc by Research Medical Studies – Medical Education
3.5.1. How might we improve the preparedness of new medical graduates for medical
practice?
Primary Supervisor:
Name: Prof Karen Mattick
Email: k.l.mattick@exeter.ac.uk
Department: Medical School/School of Education
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: TBC
Email:
Department:
Previous postgraduate supervision experience?
Programme & Theme:
☒MSc by Research Medical Studies – Medical Education
Research Question/Hypothesis:
How might we improve the preparedness of new medical graduates for medical practice?
Abstract:
Professor Karen Mattick is a medical education researcher, with a particular interest in the preparedness for
practice of new medical graduates:
https://medicine.exeter.ac.uk/about/profiles/index.php?web_id=Karen_Mattick
She would be interested to supervise intercalated degrees students studying for a Masters By Research in
Medical Education, particularly in topics aligned to her interests. This might include research into the
experiences of senior medical students and junior doctors, interventions to support their learning and decision
making (especially around prescribing) and / or interventions to bolster feedback and support for junior
doctors, with a focus on their wellbeing and retention in the medical profession. Karen is also interested in the
comparison of education, training and support for a career in medicine, with the equivalent for other
professions (e.g. teaching, law) and how notions of professionalism, feedback and support might vary between
professions.
Methods/techniques to be employed:
The methods used would depend on the specific topic area and experiences and preferences of the applicant;
and the second supervisor would be selected to ensure good coverage of content and methodological expertise;
but likely methodologies might include literature work, workplace based observation, surveys and/or
interviews.
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3.6. MSc by Research Biological Sciences – Environmental Biology
3.6.1. Colour Change and Metabolics of Chameleon Prawns
Primary Supervisor:
Name: Martin Stevens
Email: martin.stevens@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Lucy Hawkes
Email: l.hawkes@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒ MSc by Research Biological Sciences – Environmental biology
Research Question/Hypothesis:
Many animals change colour for camouflage, using special cells called chromatophores to modify their
appearance over a period of minutes, hours, days, and weeks. However, while it has been commonly assumed
that colour change carries an energetic/metabolic cost, this has never been empirically tested. Using aquatic
respirometry, this project will use the brightly coloured chameleon prawn (Hippolytes varians) in captive
controlled conditions to test how the extent and speed of colour change incurs metabolic costs.
Abstract:
Colour change is found widely in nature, from reptiles and frogs through to insects and crustaceans. It can
occur over varied timescales and involves changing the state of special cells called chromatophores to move
coloured pigments over the body. Colour change has been commonly assumed to carry a significant metabolic
cost, but this has never been tested. Chameleon prawns are a common intertidal species in the UK that vary
dramatically in colour, from red to yellow to green, for camouflage on different seaweeds. They are thought to
change colour over a period of hours and days. This project will analyse their change in colour using special
digital imaging equipment, and model their appearance and camouflage to predator (fish vision). Concurrently,
individuals will be placed in metabolic chambers to analyse the metabolic costs (measured as the rate of oxygen
consumption) required to change colour over time and to different appearances.
Methods/techniques to be employed:
UV-human visible digital photography
Image analysis
Animal husbandry
Aquatic respirometry
Note: This project is based at the Penryn campus in Cornwall.
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3.6.2. Effects of Colour Change and Rearing Conditions on Lobster Release Success
Primary Supervisor:
Name: Martin Stevens
Email: martin.stevens@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Alastair Wilson
Email: a.wilson@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Biological Sciences – Environmental biology
Research Question/Hypothesis:
Sustainable fisheries and related industries face a serious problem of depleted stocks. The National Lobster
Hatchery (NLH) at Padstow has had great success at rearing and releasing juvenile lobsters into local waters to
enhance wild stocks. However, juvenile hatchery lobsters vary greatly in coloration and this is likely to
diminish their survival chances in the wild through lack of camouflage. This project will, in collaboration with
NLH, test how lobsters change colour during development on substrates of different appearance, and how
changes in background colour and lighting affect the colour and camouflage of juveniles.
Abstract:
Colour change is found widely in nature, from reptiles and frogs through to insects and crustaceans. It can
occur over varied timescales and often involves changing appearance to better match the substrate colour and
light conditions. Juvenile lobsters are one species that appear capable of colour change in line with the
prevailing conditions. They are now successfully being reared and released to supplement natural stocks,
which have declined dramatically over time. However, current rearing conditions do not attempt to control the
colour of released individuals, which probably do not match natural substrates effectively, likely decreasing
release success through increased predation. There should be value therefore in understanding how colour
change in lobsters is controlled, and how to ensure rearing conditions facilitate the development of well
camouflaged lobsters. This project will keep juvenile lobsters in marine tanks and vary the colour of the
substrate and light conditions. Using special digital imaging equipment, the colour change and camouflage of
the lobsters to predator (fish) vision will be analysed, and used to inform rearing protocols in the National
Lobster Hatchery.
Methods/techniques to be employed:
UV-human visible digital photography
Image analysis
Animal husbandry
Note: This project is based at the Penryn campus in Cornwall.
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3.6.3. Ageing in its natural context
Primary Supervisor:
Name: Professor Tom Tregenza
Email: t.tregenza@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Rolando Rodríguez Muñoz
Email: R.Rodriguez-Munoz@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Biological Sciences – Environmental biology
Research Question/Hypothesis:
Why we, and all other living things, progressively deteriorate and become more likely to die as we get older is a
major unresolved question in biology. Ageing has been studied a lot in laboratories, but we have much less
information about how ageing proceeds in natural populations. This project will investigate whether wild
insects deteriorate in their physical performance as they age, using an individually marked natural population
of crickets in a meadow in Northern Spain. This will provide essential insights into the limitations of lab
studies, and into the importance of the environment in understanding ageing.
Abstract:
This project will address a key question in both medicine and biology – why do organisms get old and die? We
will exploit the fact that we have established a comprehensive monitoring programme of an entire natural
population of insects: www.WildCricketsorg. WildCrickets uses a network of 140+ day/night video cameras to
record the lives of all of the adult crickets in a meadow in Northern Spain. We catch each cricket as it becomes
adult, take a DNA sample, attach an individually recognisable tag and return it to live out its life which we
observe using our video network. This project provides an amazing opportunity to ask questions about ageing
in nature. In particular, there has been a lot of excitement generated by laboratory results which suggest that
restricting diet can increase lifespan, a possibility which has already created great controversy in medicine. By
providing additional food to half of an otherwise completely natural wild population, and restricting the diet of
the other half, we will determine whether caloric intake has effects on ageing in the wild that are similar to
those reported in the lab. We will not only monitor lifespan, but also key performance indicators such as how
much movement individuals engage in and how fast they can respond to simulated predator attacks. The
project will involve fieldwork in Northern Spain for between 2 weeks and 3 months depending on the
preference of the candidate, and I would expect it to generate a number of publications in international
scientific journals.
Methods/techniques to be employed:
The exact nature of the project, and the relative emphasis on different approaches will be decided in
collaboration with the student. Methods and techniques employed will include: Fieldwork in a meadow in
Spain, conducting assays on the physical performance of wild insects using high speed video cameras; Video
analysis of the behaviour of individuals; potential for genetic analysis of parentage based on DNA data;
potential for morphometric analysis of the bodies of individuals, potential for analysis of the chemical
composition of the cuticle of different individuals and potential for acoustic analyses of the calling songs of
male crickets.
Note: This project is based at the Penryn campus in Cornwall.
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3.6.4. Citizen Science – real research by real people
Primary Supervisor:
Name: Professor Tom Tregenza
Email: t.tregenza@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Secondary Supervisor:
Name: Dr Rolando Rodríguez Muñoz
Email: R.Rodriguez-Munoz@exeter.ac.uk
Department: Centre for Ecology and Conservation, Penryn Campus
Previous postgraduate supervision experience? Yes
☒
No
☐
Programme & Theme:
☒MSc by Research Biological Sciences – Environmental biology
Research Question/Hypothesis:
“Citizen Science” in which members of the public contribute to research programmes without having extensive
formal training is a rapidly expanding approach to gathering data in both biology and medicine. This project
will use an experimental approach to determining the strengths and limitations of using members of the public
to gather data on animal behaviour. Questions will include: What factors determine the degree of participation
that is achieved by the project? Can the accuracy and reliability of data be predicted by factors such as the
demography of participants, the extent of their participation, the times when they participate and suchlike?
Abstract:
This project will launch, develop and evaluate a major citizen science project using members of the public to
collect data aimed at understanding questions about evolutionary biology. We are at an advanced stage of
producing a web application that will allow members of the public to analyse the hundreds of thousands of
hours of video that we have recorded from our wildcrickets.org (project pre-launch site intermittently available
at: http://cricket-tales.exeter.ac.uk/). The aim of the WildCrickets project is to understand a host of question
relating to evolution in its natural context, but a major impediment to realising its potential is in transcribing
data from our video into a spreadsheet. You would lead the roll out of the cricket-tales citizen science project,
working with us and the developer to advance the approach, analysing the effect of changes on uptake and data
quality. You will research the factors that promote participation and the extent to which the quantity and
quality of the data that we collect can be predicted using factors such as user characteristics and usage
patterns. We expect this project to generate insights with relevance for citizen science projects across
disciplines and to result in publications both in relation to this general field and using the data generated in the
project itself. This work could be based in Penryn or in Exeter some visits to Penryn will be needed if an Exeter
base is preferred.
Methods/techniques to be employed:
This project will involve working with a (very nice and very engaged) software developer and the WildCrickets
research group to design and promote a web application that will allow members of the public to gather data
from our video recordings of crickets in the wild. Data will be collected both through direct interactions with
users via the web and at events that we will organise, and through monitoring data collected. It will be possible
to conduct experiments changing aspects of the website and monitoring how this affects users and data.
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